Contoh 1

PANDUAN ASAS MENYEDIAKAN LAPORAN KAJIAN TINDAKAN

(MENGIKUT FORMAT EPRD)

Bahagian Proses/Penerangan Contoh Penulisan

Halaman Kandungaan  Ditulis dalam satu muka surat Isi kandungan Muka surat

Penghargaan

Abstrak

1.0 Refleksi P & P yang lalu

2.0 Isu Keperihatinan
3.0 Objektif Kajian
3.1 Objektif Am
3.2 Objektif Khusus
4.0 Kumpulan Sasaran
5.0 Pelaksanaan Kajian
5.1 Tinjauan masalah
5.2 Analisis Tinjauan Masalah
5.3 Tindakan yang dijalankan
5.4 Pelaksanaan Tindakan Dan Pemerhatian
5.4.1 Pelaksanaan Aktiviti 1
5.4.2 Pelaksanaan Aktiviti 2
5.5 Refleksi Kajian
6.0 Cadangan Kajian Seterusnya

Bibliografi

Lampiran
Penghargaan  Pihak yang terlibat dengan kajian
tindakan terutamanya di peringkat
sekolah

Abstrak  Hendaklah mengandungi : Kajian ini dijalankan untuk menentukan dan mengatasi
1. Tujuan masalah-masalah yang dihadapi oleh pelajar Tingkatan 4
2. Kumpulan sasaran semasa menyelesaikan persamaan serentak dalam dua anu
(satu linear dan satu tak linear). Seramai 20 orang pelajar
3. Fokus kajian tindakan
tingkatan 4 dan seorang guru terlibat dalam kajian ini.
4. Tinjauan awal Perancangan tindakan difokuskan kepada penguasaan
5. Perlaksanaan kajian kemahiran penyusunan semula persamaan linear,
6. Dapatan permudahkan ungkapan algebra, penambahan dan
penolakan pecahan algebra, pemfaktoran ungkapan
 Ditulis dalam satu perenggan dan kuadratik dan menyelesaikan persamaan kuadratik.
satu muka surat dan single spacing. Tinjauan awal telah dilaksanakan melalui semakan kerja
 Dicadangkan menggunakan Font rumah murid, ujian bulanan, peperiksaan penggal dan
ujian pra. Hasil tinjauan menunjukkan murid tidak mahir
9/10 dan jenis tulisan Arial/Tahoma
dalam penyusunan semula persamaan linear,
permudahkan ungkapan algebra, penambahan dan
penolakan pecahan algebra, pemfaktoran ungkapan
kuadratik dan menyelesaikan persamaan kuadratik. Lima
sesi pengajaran dan pembelajaran (40-60 minit setiap
sesi) telah dijalankan dalam tempoh 8 minggu iaitu
pelajar belajar kemahiran yang tersebut di atas melalui
model konkrit dan modul latihan berpandu secara
kumpulan. Keputusan ujian pos telah menunjukkan
peningkatan prestasi pelajar. Pelajar lebih berminat
belajar kemahiran seperti pengembangan ungkapan
algebra dan pemfaktoran dengan menggunakan model
konkrit. Modul latihan berpandu telah membantu pelajar
untuk mengatasi masalah mereka. Pengajaran dan
pembelajaran kemahiran asas untuk menyelesaikan
masalah persamaan serentak dalam dua anu (satu linear
dan satu tak linear) perlu diperkukuh pada peringkat
sekolah menengah rendah. Penggunaan model konkrit
boleh membantu pelajar memahami konsep matematik
ini.

1. Refleksi Pengajaran dan

Pembelajaran Lalu Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
Spt. dalam m.s 51 & 52
2. Isu /Keperihatinan /Masalah
Kajian Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan

3. Objektif Kajian
Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
a. Objektif Am
b Objektif Khusus
4. Kumpulan Sasaran
Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
 Bahagian Proses/Penerangan
5. Pelaksanaan Kajian
5.1 Tinjauan Masalah
 Huraikan secara terperinci cara-cara
anda mengumpul maklumat.
Maklumat mungkin telah diperoleh
melalui pemerhatian dalam bilik
darjah semasa murid/pelajar
memberi respons kepada soalan-
soalan anda, pemeriksaan buku
5.2 Analisis Tinjauan Masalah latihan, sesi temu bual, melalui soal
selidik atau ujian pra dan lain-lain
 Semua data yang terkumpul
dimasukkan dalam jadual mengikut
tajuk-tajuk yang ditetapkan tetapi
5.3 Tindakan Yang Dijalankan bukan semua maklumat dapat
diguna pakai dalam kajian.
 Tuliskan semua aktiviti, bahan-
bahan dan cara anda membuat
pemerhatian untuk menguji
keberkesanan tindakan/aktiviti yang
anda telah jalankan ke arah
meningkatkan kemahiran pelajar
bagi menangani masalah yang anda
sedang kaji.
o Pelaksanaan  Huraikan cara pelaksanaannya
Tindakan dan
Pemerhatian/
Penilaian
i. Pemerhatian
Pelaksanaan  Sediakan jadual pemerhatian
Aktiviti 1 dan/atau huraikan apa-apa yang
dapat dilihat dari segi perubahan
sikap dan repons pelajar terhadap
aktiviti 1, dan perkara-perkara lain
yang mungkin anda jangkakan.
ii. Refleksi
Contoh Penulisan
5.3.1 Aktiviti-aktiviti yang dijalankan
Sebanyak empat aktiviti telah dirancang
untuk membantu meningkatkan
kemahiran mencongak fakta asas darab
dalam kalangan murid-murid kumpulan
sasaran saya. Aktiviti-aktiviti tersebut
ialah:
AKTIVITI 1 ( Permainan Domino Fakta Asas
Darab )
1) Aktiviti ini merupakan aktiviti
berkumpulan yang melibatkan
pendekatan dua dalam satu iaitu
belajar dan bermain dalam satu
masa.
2) Permainan ini dilaksanakan
mengikut konsep permainan domino
tetapi dalam permainan ini padanan
adalah kepada soalan fakta asas
darab dengan hasil darabnya atau
sebaliknya.
3) Selepas menjalankan aktiviti ini,
murid-murid diberi aktiviti
berbentuk individu.
AKTIVITI 2 ( Ujian Cepat Kira Fakta Asas
Darab - 5 minit )
1) Aktiviti ini merupakan aktiviti
bertulis. Murid-murid diberi satu set
soalan yang mengandungi 60 soalan.
2) Soalan Cepat Kira Fakta Asas Darab
ini diuji sehingga 9 x 9.
3) Murid-murid dikehendaki menjawab
soalan tersebut dalam masa 5 minit.
4) Tempoh masa mereka habis
menjawab direkodkan.
AKTIVITI 3 ( Ujian Cepat Kira Fakta Asas
Darab - 4 minit )
1) Aktiviti ini sama seperti aktiviti 2.
Set soalan yang diberi kepada
murid-murid
2) Murid-murid dikehendaki menjawab
semua soalan dalam masa 4
minit.
3) Tempoh masa mereka habis
menjawab direkodkan.
AKTIVITI 4 ( Ujian Cepat Kira Fakta Asas
Darab - 3 minit )
1) Aktiviti ini sama seperti aktiviti 2
dan 3.
2) Soalan-soalan yang sama diberikan
kepada murid-murid.
3) Murid-murid dikehendaki menjawab
semua soalan tersebut dalam
masa 3 minit.
4) Tempoh masa mereka habis
menjawab direkodkan.
3.0 Seperti yang terdapat di dalam kertas
cadangan tetapi cara penulisan diubah
dengan menggunakan ayat pelaporan.
Langkah-langkah hendaklah diterangkan secara
terperinci
 Bahagian Proses/Penerangan Contoh Penulisan
 Huraikan apa-apa yang difikirkan
guru dari segi keberkesanan aktiviti
1 atau kegagalan aktiviti dan sebab-
sebab keadaan ini terjadi
Pelaksanaan
Aktiviti 2 i. Pemerhatian

a) Anda boleh membuat jadual pemerhatian

dan/atau huraikan apa-apa yang dapat dilihat
dari segi perubahan sikap (respons) pelajar
terhadap aktiviti 2, respons guru dan perkara-
perkara lain yang mungkin anda jangkakan.

ii. Refleksi

b) Huraikan apa-apa yang difikirkan guru dari

segi keberkesanan aktiviti atau kegagalan
aktiviti 2 dan sebab-sebab ini terjadi

c) Huraian dalam bahagian ini bergantung

5.5 Refleksi Kajian kepada jumlah aktiviti yang telah dijalankan

i. Refleksi Kajian Terhadap Pelajar

a ) Huraikan keberkesanan tindakan anda
dengan menggunakan data/maklumat yang
telah anda kumpulkan (seperti ujian pasca atau
ujian-ujian lain)
b) Terangkan perubahan tingkah laku pelajar
melalui pemerhatian.
c) Terangkan perubahan emosi pelajar yang
telah dikumpul melalui temu bual & soal
selidik (sekiranya ada)

ii. Refleksi Kajian Terhadap Guru

1.0 Huraikan perasaan guru terhadap
keberkesanan kajian yang telah
dijalankan.

iii. Refleksi Tentang Proses P & P Yang

Telah
Dijalankan Secara Keseluruhan
2.0 Tuliskan rumusan anda.
6. Cadangan Kajian Seterusnya Ditulis dalam bentuk perenggan Kajian tindakan seterusnya yang akan saya
i. Cadangkan isu jalankan ialah berkaitan dengan isu ………
seterusnya yang
anda akan kaji. Atau :

Oleh sebab kajian yang telah saya jalankan tidak

Bibliografi  Bahan rujukan yang anda gunakan
hendaklah dicatatkan pada ruangan
ini.
 Menyusun senarai bahan rujukan
mengikut abjad.
berjaya, maka saya akan menggunakan tindakan /
aktiviti-aktiviti lain untuk menangani isu ini.
Brown, T. (1987) Language Interaction Patterns in
Lessons Featuring Mathematical Investigations.
PhD thesis, University of Southampton
Dunn, T. (1997) Michel Foucault and the Politics
of Freedom. Thousand Oaks, CA: Sage

Lampiran i. Soal selidik atau

bahan-bahan
sokongan yang
digunakan
dimasukkan di
dalam ruangan
ini.

Rogayah Abdullah
SMK Kempas, JB
 GENERAL GUIDELINES FOR WRITING ACTION RESEARCH REPORT
(USING EPRD FORMAT)

Part Process/Description Writing sample

Contents page  The contents page should be Contents page:
written on a single page only
Page

Acknowledgements

Abstract

1.0 Reflection of previous teaching and learning.

2.0 Issues focussing on educational concerns
3.0 Research Objectives
a) General Objectives
b) Specific Objectives
4.0 Target group
5.0 Implementation of action research
5.1 Survey of Problems
5.2 Analysis of problems
5.3 Proposed Actions
5.4 Implementation of actions and
Observation
5.4.1 Implementation of Activity 1
5.4.2 Implementation of Activity 2
5.5 Reflection of Research
6.0 Suggestions for future research

Bibliography

Appendix

Acknowledgements  The acknowledgements should

include all parties involved in the
action research, in particular
those directly related with the
selected school

Abstract  The abstract should contain the This study was carried out to identify problems faced by
following: Form 4 students in learning simultaneous equations
 Part
1. Reflection of previous learning
and teaching
2. Issues / Educational
concerns /Research Problems
3. Research Objective
a) General Objectives
b) Specific Objectives
4. Target Group
5. Implementation of research
5.1 Survey of Problems
5.2 Analysis of problems
5.3 Proposed Actions
Process/Description
7. Purpose
8. Target group
9. Focus of the action reserach
10. Preliminary survey
11. Implementation of research
12. Findings
 The abstract should be written as
a single paragraph on a single
page, with single spacing
 Arial/Tahoma font of 9/10 font
size is recommended.
As shown in the proposal paper (see
pages 51 & 52)
As shown in the proposal paper
As shown in the proposal paper
As shown in the proposal paper
 Explain in detail the methods that
you used in collecting data.
Information could be obtained by
observing the classroom activities
(in which students and teachers
were responding to your
questions); by examining
students’ exercise books; or by
conducting an interview session,
a survey or a post-test.
 All the collected data need to be
organized in a table based on the
predetermined topics, and not all
of the information could be used
in this research.
 Rewrite all the activities,
materials, and methods used in
your observation to test the
effectiveness of the actions or
activities that you had carried out
in improving students’ skills in
overcoming the problems that
you were studying.
Writing sample
(linear and non-linear) and to propose appropriate
solutions. This action research involved 20 students and a
teacher. The focus of this research was on enhancing
students’ abilities or skills in the rearrangement of linear
equations, in the factorization of quadratic expressions,
and in the problem solving of quadratic equations. A
preliminary survey was carried out to assess students’
home works, monthly tests, semester examinations, and to
conduct a pre-test. This survey showed the students
lacked abilities or skills in rearranging linear equations, in
simplifying algebraic expressions, in performing algebraic
additions and subtractions, in factorizing quadratic
expressions, and in solving quadratic equations. Five
teaching and learning sessions (with each lasting between
40 and 60 minutes) were carried out in eight (8) weeks, in
which the students learned such skills using a concrete
model and a training module in several groups. After the
intervention, a post-test was performed that showed
students’ performance had improved significantly. In
addition, with the use of such concrete model, their
motivation in learning algebraic expressions and
factorization had improved significantly. As such, the
teaching and learning of solving simultaneous (linear and
non-linear) equations involving two unknowns needs to
be enhanced at the primary school level, and this can be
improved with the use of a concrete model, by which
students can learn such mathematical concepts more
efficaciously.
As shown in the proposal paper
As shown in the proposal paper
As shown in the proposal paper
As shown in the proposal paper
5.3.1 Activities carried out
Four activities had been carried out to
help improve the skills in mentally
performing basic multiplications of the
target group.
The activities are as follows:
ACTIVITY 1 ( Domino games of basic
multiplications)
4) This activity was based on a group activity
using a 2-in-1 approach, namely learning and
playing simultaneously.
5) This game was based on the concept of the
domino game, but it was implemented as a
learning activity in which the students
learned to match the correct answers to
several questions on basic multiplications.
6) After completing this game, the students were
given individual assignments.
ACTIVITY 2 (Speed Test on Basic
Multiplications - 5 minutes )
1) This activity was a testing activity in which
each student was given a test form, consisting
of 60 questions.
2) The speed test on the basic multiplications
covered up to 9 by 9 multiplication
3) The students were required to answer the
questions in not more than five (5) minutes.
4) The time taken by each student to complete
the test was recorded.
ACTIVITY 3 (Speed Test on Basic
 Part
 Implementation of actions
and observation.
 Assessment.
Implementation of Activity 1
Implementation of Activitity 2
5.5 Reflection of Research
Process/Description Writing sample
Multiplications - 4 minutes)
1) This activity was similar with the second
activity, in which similar questions were
given to the students.
2) The students were required to answer the
questions in not more than four (4) minutes.
3) The time taken by each student to complete
the test was recorded.
ACTIVITY 4 (Speed Test on Basic
Multiplications - 3 minutes)
1) This activity was similar with the second
and third activities, in which similar
questions were given to the students.
2) The students were required to answer the
questions in not more than three (3)
minutes.
3) The time taken by each student to
complete the test was recorded.
 Elaborate the implementation of 5.0 As shown in the proposal paper, but the writing
the observation. style should use reporting sentences.
The steps carried out should be explained in detail.
i. Observation
 Prepare an observation timetable
and/or elaborate any aspects that
could be seen, such as a change in
attitudes, students’ responses to
Activity 1, and other aspects that
you might have expected.
ii. Reflection
 Elaborate any aspects that the
teacher might have thought, such
as the effectiveness of Activity 1
or the failure of such an activity
and the reasons for such a failure.
i. Observation
a) You can make an observation
timetable and/or elaborate any
aspects that you might have seen,
such as a change in students’
attitudes, their responses and
teachers’ responses to questions
in Activity 2, and other aspects.
ii. Reflection
b) Elaborate any aspects that the teacher
might have thought, such as the
effectiveness of Activity 2 or the failure of
such an activity and the reasons for such a
failure.
c) The elaboration of this part depends on
the number of activities carried out.
Reflection on students:
a) Elaborate the effectiveness of your
actions with the use of the collected data or
information (gained from post-test or other
tests).
b) Explain the change in students’ attitudes
through observation.
c) Elaborate the change in students’
emotions through interviews and surveys (if
any).
 Part Process/Description Writing sample
ii. Reflection on teachers:
4.0 Elaborate teachers’ feelings of the
effectiveness of the research
undertaken.

iii. Reflection on the overall teaching and

learning process.

2.0 Write down your conclusion.

6. Suggestions for future research To be written in several paragraphs. The following action research to be carried out
ii. Focus on other important issues that would focus on the following issues: …
entail further investigation by you.
or

Given the current study had not produced any

Bibliography  Referenced materials used need
to be written in this section.
 Such materials need to be
arranged in alphabetical order.
significant results, I would use other types of
research or activities to help examine such issues.
Brown, T. (1987) Language Interaction Patterns in
Lessons Featuring Mathematical Investigations.
PhD thesis, University of Southampton
Dunn, T. (1997) Michel Foucault and the Politics
of Freedom. Thousand Oaks, CA: Sage

Appendix The questionnaire or other materials used

for the survey need to be appended to this
section.

Rogayah Abdullah
SMK Kempas, JB